Nicholas D Hartlep
Biographic Data
| ID | 1603978 |
|---|---|
| NAME | Nicholas D Hartlep |
| GIVEN NAMES | Nicholas D |
| FAMILY NAME | Hartlep |
| SIGNATURE | HARTLEP N D |
| AFFILIATIONS | Illinois State University |
| ORCID | 0000-0002-9747-7010 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 2 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Walking the Talk
In this article, the Education Studies Department (ESD) at Berea College shares lessons learned while becoming an inclusive, justice-focused, and democratic Education Preparation Program (EPP) together with its "Community of Teachers" (CoT). ESD values diversity, equity, inclusion, and belonging (DEI+B) and democratic relationships. These values influence how we do our work. We begin by sharing how the theoretical framework of Community of Practi…
Emergent Themes from the 2020 KDP Diversity Summit
In 2020, Kappa Delta Pi’s Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices, (2) Recognition of systemic racism as experienced by prospective teachers of color, and (3) Strategies use…
Identity Development in Transracially Adopted Asian/American College/University Students
The experience of adopted college/university students and young adults, and their unique challenges in understanding the development of their personal identities, is an important topic for research and clinical practice with adopted people. This paper examines college and university students' understanding of how their life experiences of being born Asian but being raised in a non-Asian adoptive family have influenced their personal racial identi…
Race/ethnicity, gender, and the Intel Westinghouse Science Award
Hmong Students’ Attitudes toward Affirmative Action
Using a sample of 119 Hmong students, this study employed multiple linear regression analysis to examine the role of ethnic identity, principled policy beliefs, self-interest, and gender in Hmong college students’ support for college affirmative action policies designed to benefit their own group. Results indicated principled policy beliefs as well as gender were significant predictors of support. Ethnic identity and self-interest were not signif…
Unhooking from Whiteness
"What happens to people when they choose to unhook from the rules and modes of thought whiteness requires and expects of them? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to …
A National Analysis of Endowed Chairs and Distinguished Professors in the Field of Education
Noting a gap in the literature, this study examines how race, gender, and prestige are related to endowed and distinguished faculty of education. Specifically, this study seeks to ascertain the makeup of higher education with regard to faculty diversity: what processes are at work that serve to recreate the status quo in terms of faculty of higher education? Or, are higher education faculty members becoming more diverse as homogeneous cohorts ret…
Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism
In this article, we situate the imminent extinction of educational foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also reaffirm why the field of educational foundations is important for this particular historical moment. In a…
Social Justice Practices on Gender, Race, and Environment Within a School in Granada
In this article we discuss the experience of the Institute Ilíberis, a public high school in a small town in Granada, Spain, that has been engaged in innovative ways of teaching. Located in Atarfe, one of the few rural Spanish municipalities with expanding, rather than shrinking demographics, in the last 2 decades the Institute Ilíberis has experienced the challenges of educating for democracy with an increasing diverse student body. This article…
From Sit-Ins to SNCC
Morgan and Davies
Unhooking from Whiteness
The purpose of Unhooking from Whiteness: The Key to Dismantling Racism in the United States is to reconsider the ways and strategies in which antiracist scholars do their work, as well as to provide pragmatic ways in which people â White and of color â can build cross-racial, cross-communal, and cross-institutional coalitions to fight White supremacy. Employing the methodology of autoethnography, each chapter in this book illustrates the individu…
Culture Wars and Enduring American Dilemmas by Irene Taviss Thomson
Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism
In this article, we situate the imminent extinction of educational foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also reaffirm why the field of educational foundations is important for this particular historical moment. In a…
A National Analysis of Endowed Chairs and Distinguished Professors in the Field of Education
Noting a gap in the literature, this study examines how race, gender, and prestige are related to endowed and distinguished faculty of education. Specifically, this study seeks to ascertain the makeup of higher education with regard to faculty diversity: what processes are at work that serve to recreate the status quo in terms of faculty of higher education? Or, are higher education faculty members becoming more diverse as homogeneous cohorts ret…
Social Justice Practices on Gender, Race, and Environment Within a School in Granada
In this article we discuss the experience of the Institute Ilíberis, a public high school in a small town in Granada, Spain, that has been engaged in innovative ways of teaching. Located in Atarfe, one of the few rural Spanish municipalities with expanding, rather than shrinking demographics, in the last 2 decades the Institute Ilíberis has experienced the challenges of educating for democracy with an increasing diverse student body. This article…
Culture Wars and Enduring American Dilemmas by Irene Taviss Thomson
Unhooking from Whiteness
The purpose of Unhooking from Whiteness: The Key to Dismantling Racism in the United States is to reconsider the ways and strategies in which antiracist scholars do their work, as well as to provide pragmatic ways in which people â White and of color â can build cross-racial, cross-communal, and cross-institutional coalitions to fight White supremacy. Employing the methodology of autoethnography, each chapter in this book illustrates the individu…
Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism
In this article, we situate the imminent extinction of educational foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also reaffirm why the field of educational foundations is important for this particular historical moment. In a…
Social Justice Practices on Gender, Race, and Environment Within a School in Granada
In this article we discuss the experience of the Institute Ilíberis, a public high school in a small town in Granada, Spain, that has been engaged in innovative ways of teaching. Located in Atarfe, one of the few rural Spanish municipalities with expanding, rather than shrinking demographics, in the last 2 decades the Institute Ilíberis has experienced the challenges of educating for democracy with an increasing diverse student body. This article…
From Sit-Ins to SNCC
Morgan and Davies
Unhooking from Whiteness
"What happens to people when they choose to unhook from the rules and modes of thought whiteness requires and expects of them? Whiteness promotes a form of hegemonic thinking, which influences not only thought processes but also behavior within the academy. Working to dismantle the racism and whiteness that continue to keep oppressed people powerless and immobilized in academe requires sharing power, opportunity, and access. Removing barriers to …
A National Analysis of Endowed Chairs and Distinguished Professors in the Field of Education
Noting a gap in the literature, this study examines how race, gender, and prestige are related to endowed and distinguished faculty of education. Specifically, this study seeks to ascertain the makeup of higher education with regard to faculty diversity: what processes are at work that serve to recreate the status quo in terms of faculty of higher education? Or, are higher education faculty members becoming more diverse as homogeneous cohorts ret…
Race/ethnicity, gender, and the Intel Westinghouse Science Award
Hmong Students’ Attitudes toward Affirmative Action
Using a sample of 119 Hmong students, this study employed multiple linear regression analysis to examine the role of ethnic identity, principled policy beliefs, self-interest, and gender in Hmong college students’ support for college affirmative action policies designed to benefit their own group. Results indicated principled policy beliefs as well as gender were significant predictors of support. Ethnic identity and self-interest were not signif…
Emergent Themes from the 2020 KDP Diversity Summit
In 2020, Kappa Delta Pi’s Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices, (2) Recognition of systemic racism as experienced by prospective teachers of color, and (3) Strategies use…
Identity Development in Transracially Adopted Asian/American College/University Students
The experience of adopted college/university students and young adults, and their unique challenges in understanding the development of their personal identities, is an important topic for research and clinical practice with adopted people. This paper examines college and university students' understanding of how their life experiences of being born Asian but being raised in a non-Asian adoptive family have influenced their personal racial identi…
Walking the Talk
In this article, the Education Studies Department (ESD) at Berea College shares lessons learned while becoming an inclusive, justice-focused, and democratic Education Preparation Program (EPP) together with its "Community of Teachers" (CoT). ESD values diversity, equity, inclusion, and belonging (DEI+B) and democratic relationships. These values influence how we do our work. We begin by sharing how the theoretical framework of Community of Practi…
Sociology (10 works) · Political science (8 works) · Psychology (7 works) · Law (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Ethnic group (3 works) · Race, History, and American Society (3 works) · Social Psychology (3 works) · Social science (3 works)